Faculty and Student Teachers "Voices" in Developing a Multicultural Teacher Education Curriculum Using a Collaborative Participatory Approach
Main Article Content
Keywords
collaborative-participatory approach, multicultural curriculum, teacher education, education
Abstract
The innovative process of curriculum development reported in this paper entailed reversing the usual approach, from top down to bottom up; an approach consistent with decentralisation initiatives and programs presently being implemented in Philippine education particularly the localisation and indigenisation of curricular programmes. Important curriculum developers such as faculty and student teachers were actively involved in the successful creation of a multicultural teacher education curriculum through a collaborative participatory process. Multicultural content, pedagogy and assessment strategies were identified for infusion in the three components of the teacher education programme. The indigenous student teachers contributed much to the multicultural content. Faculty members contributed to the content, pedagogy and assessment. The administrators contributed to curriculum decisions for policy making and took other non-traditional roles
References
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Wiles, J. (2009). Leading curriculum development (Thousand Oaks: Corwin Press).
Yuan, H. (2018). Preparing teachers for diversity: a literature review and implications from community-based teacher education. Higher Education Studies Vol. 8. No.1.
Assaf, L.C., Garza, R., & Battle, J. (2010). Multicultural teacher education: examining the perceptions, practices, and coherence in one teacher preparation program. Teacher Education Quarterly, Spring, 2010, pp.115-135. College of Education, Texas State University.
Atweh, B., Balagtas, M., Ferido, M., MacPherson, I., & Salana, J. (2007). Ripples of change: capacity building and curriculum reform through action research. In B. Atweh, M. U. Balagtas, M. B. Ferido & I. Macpherson (eds.), Ripples of change: a journey of teacher education reform in the Philippines. (Manila: Commission on Higher Education and the authors), 3-17.
Banks, J. A. (2004). Multicultural education: historical development, dimensions, and practice. In J. A. Banks & C. A. McGee-Banks (eds.). Handbook of research on multicultural education (2nd ed.) (CA: John Wiley & Sons, Ltd).
Banks, J. A. (2005). Approaches to multicultural curriculum reform. In J. A. Banks & C. A. McGee-Banks (Eds.). Multicultural education: Issues and perspectives (5th ed.) (NJ: John Wiley & Sons, Inc.)
Banks, J. A. (2008). Introduction to multicultural education (4th ed.) (Boston: Allyn & Bacon).
Chan, E. (2007). Student experiences of a culturallysensitive curriculum: ethnic identity development amid conflicting stories to live by. Journal of Curriculum Studies, 39(2), 177-194.
Charmaz, K. (2006). Constructing grounded theory (London: Sage Publications).
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: techniques and procedures for developing grounded theory (California: Sage Publications).
Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Upper Saddle, N.J: Merrill).
De Guzman, E. S. (2006). A strategy for institutional change through a collaborative action model for curricular reform: The case of the Philippine Normal University. In M. Fremerey & Pletsch-Betancourt (eds.).Prospects of change in higher education: towards new qualities and relevance(Frankfurt: IKO-Verlag Fur Interkulterelle Kommunikation), 44-58.
Dewey, J. (1938). Experience and education (New York: Macmillan).
Gaventa, J., & Cornwall, A. (2001). Power and knowledge. In P. Reason & H. Bradbury (eds), Handbook of action research: Participative inquiry and practice (London: Sage Publications), 70-80.
Gay, G. (1997). Multicultural infusion in teacher education: foundations and applications. In A. I. Morey & M. K. Kitano (Eds.), Multicultural change transformation in higher education( Boston: Allyn & Bacon).
Gay, G. (2004). The importance of multicultural education. In D. J. Flinders & S. J. Thornton (Eds.), The Curriculum Studies Reader (2nd ed.)( New York: Routledge Falmer).
Grant, C.A., & Sleeter, C.E. (2005). Race, class, gender, and disability in the classroom. In J. A. Banks & C. A. McGee-Banks (Eds.), Multicultural education: Issues and perspectives (5th ed.) (NJ: John Wiley & Sons, Inc).
Haas, G. (2010). Who should plan the curriculum? In Parkay, W.F., Anctil, E.J. & Haas, G. Curriculum leadership: Readings for developing quality educational programs. (9th ed.) (Boston: Allyn & Bacon), 274-278.
Hahl, K., & E. Lofstrom. (2016). Conceptualizing interculturality in multicultural teacher education. Journal of Multicultural Discourses 11(3).
Henson, K.T. (2006). Curriculum planning: Integrating multiculturalism, constructivism and education reform (3rd ed.) (IL: Waveland Press, Inc).
James, C. E. (2001). Multiculturalism, diversity, and education in the Canadian context: the search for an inclusive pedagogy. In C. A. Grant & J. L. Lei (eds.), Global constructions of multicultural education: Theories and realities (NJ: Lawrence Erbaum Associates).
Jocano, F. L. (1998). Filipino Indigenous ethnic communities: Patterns, variations, and typologies (Philippines: Punlad Research House Inc.).
Kelly, A.V. (2009). The Curriculum; Theory and practice. (6th ed.). (London: Sage Publications).
Kemmis, S., & McTaggart, R. (2003). Participatory action research. In N. K. Denzin & Y.S. Lincoln (eds.), Strategies of qualitative inquiry. Thousand Oaks, CA: Sage Publications.
Lei, J. L., & Grant, C. A. (2001). Multicultural education in the United States: A case of paradoxical equality. In C. A. Grant & J. L. Lei (Eds.), Global constructions of multicultural education: Theories and realities (NJ: Lawrence Erbaum Associates).
Lieberman, A. (1989). On teacher empowerment. A conversation with Ann Lieberman. Educational Leadership, 46(8), 24.
Lynch, J. (1986). Multicultural education: Principles and practice (London: Routledge & Kegan Paul).
McNeil, J. D. (2006). Contemporary curriculum: In thought and action (6th ed.) (LA: John Wiley & Sons).
Nieto, S. (2004). Affirming diversity: The socio-political context of multicultural education (4th ed.) (Boston: Allyn & Bacon).
NVivo qualitative data software, QSR International Pty, Ltd. Version 8, 2008.
Oliva, P. F. (2005). Developing the curriculum (6th ed.) (Boston: Allyn and Bacon).
_________ (2009). Developing the curriculum (7th ed.) (Boston: Allyn and Bacon).
Reason, P., & Bradbury, H. (2001). Handbook of action research: Participative inquiry and practice (London: Sage Publications).
Reyes, W. S. (2004). The impact of globalised knowledge and learning on the cultural identity of Manobo Agusanon teacher education students in the Philippines. Unpublished manuscript. Flinders University, Adelaide.
Rodriguez, F. (1984). Multicultural teacher education: Interpretation, pitfalls, and commitments. Journal of Teacher Education, Volume XXXV (2), 47-50.
Stringer, E.T. (2004). Action research in education (Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall).
Taba, H. (1962). Curriculum development: Theory and practice (New York: Harcourt).
Wiles, J., & Bondi, J. (2007). Curriculum development: A guide to practice (7th ed.) (New Jersey: Pearson Prentice Hall).
Wiles, J. (2009). Leading curriculum development (Thousand Oaks: Corwin Press).
Yuan, H. (2018). Preparing teachers for diversity: a literature review and implications from community-based teacher education. Higher Education Studies Vol. 8. No.1.
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Published
Jun 14, 2018
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How to Cite
Reyes, W. S., & Harvey, R. M. (2018). Faculty and Student Teachers "Voices" in Developing a Multicultural Teacher Education Curriculum Using a Collaborative Participatory Approach. The Normal Lights, 12(1). https://doi.org/10.56278/tnl.v12i1.764
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Research Article
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